| Nota di contenuto |
Intro -- Contents -- Notes on Contributors -- Abbreviations and Acronyms -- List of Figures -- List of Tables -- 1 Introduction: Community Translation and Interpreting in Unprecedented Times -- 1 The COVID-19 Pandemic -- 2 Context of This Volume -- Translating and Interpreting Education and Training -- Technological Turn for Teaching T& -- I -- 3 Community Translation and Community Interpreting -- Community Interpreting -- Modes of Interpreting -- Roles of Community Interpreters -- Community Translation -- Disseminating Community Translation -- Roles of Community Translators -- Credentialling and Training -- Australia -- UK -- 4 Synopsis of Contributed Chapters by Country -- Chapter on Argentina and Uruguay -- Chapter on Australia -- Chapter on Belgium -- Chapter on Canada -- Chapter on China -- Chapter on New Zealand -- Chapter About Palestine -- Chapter on South Africa -- Chapter on South Korea -- Chapter on Spain -- Chapter on Turkey -- Chapter on Ukraine -- Chapter on USA -- Chapters on Reflections and Conclusion -- References -- 2 Argentina and Uruguay: Translation and Interpreting Across the River Plate in the Times of COVID-19 -- 1 Introduction -- Development of T& -- I in Argentina and Uruguay -- The Impact of COVID-19 -- 2 T& -- I Training in Argentina -- Universidad Nacional de Córdoba (UNC) -- T& -- I Training During the Pandemic: Undergraduate Program -- T& -- I Training During the Pandemic: Postgraduate Diploma -- Estudio Lucille Barnes -- T& -- I Training During the Pandemic: University-Level Certificate -- 3 T& -- I Training in Uruguay -- Universidad de la República (UdelaR) -- T& -- I Training at UdelaR During the Pandemic -- Universidad de Montevideo (UM) -- T& -- I Training at UM During the Pandemic -- 4 Conclusions -- References.
3 Australia: Navigating the Pandemic and Exploring New Pedagogical Horizons -- 1 Linguistic Context and Overview of T& -- I Services in Australia -- Spectrum of Languages -- 2 T& -- I Education and Training in Australia -- Non-Award Training -- 3 COVID-19 and T& -- I Education and Training in Australia -- The RMIT University Experience -- Student Profile -- Translation Courses -- Interpreting Courses -- Reflective Practice -- Collaboration with Industry -- 4 Concluding Remarks -- References -- 4 Belgium: The Bright Side of Interpreting Education in Belgium-Changes During the Pandemic and Beyond -- 1 Introduction and Background -- 2 Content Development: "First Aid" for Online Training in General -- Course Design and Management: Manage Learning Outcomes and Assessment -- Assistance from the ICT Helpdesk -- Assistance from the Faculty of Arts and the Faculty of Pedagogy -- 3 A Practical Interpreting Course: Note-Taking Techniques -- First Two Weeks -- GoReact: Video Assessment Software -- GoReact at a Glance -- GoReact for Note-Taking Techniques Class During Weeks 3 and 5 -- 4 Student Feedback on GoReact -- 5 Trainer Feedback on GoReact -- 6 Conclusion -- References -- 5 Canada: Canadian Interpreter Education During a Pandemic -- 1 Canadian Interpreting and Translation Context -- How the Interpreting Programs Were Affected by COVID-19 -- 2 Literature Review -- 3 Interpreter Education During a Pandemic -- Douglas College: Program of Sign Language Interpretation -- George Brown College: Bachelor of Interpretation -- 4 Shared Learning Across Both Programs -- Technical Infrastructure and Educational Technology -- Implications for Accessible Teaching and Learning in ASL Environments via Technology -- Learner Expectations and Needs in Response to the Pandemic -- 5 We Build This Airplane as We Fly It: Adapting Curriculum and Learning Activities.
Course Design and Management -- Blended Learning Solutions -- Interpreting Practices -- Practicum Experiences -- Shifting Landscapes-Shifting Relationships -- Prioritizing Students' Emotional and Financial Needs Over Academic Needs -- Implications for Program Stability -- 6 Serendipity-The Gifts of COVID-19 -- Unique Aspects of Each Program -- Outlook for Future Practitioners -- 7 Conclusion -- References -- 6 China: A Survey on Interpreter Training in China During the Pandemic -- 1 Introduction -- 2 The Survey -- 3 Course Design -- 4 Course Management -- 5 Assessment -- 6 Challenges of Online Interpreting Training -- 7 Prospects of Online Interpreting Training -- 8 Conclusion -- Appendix -- References -- 7 New Zealand: Teaching Interpreting and Translation Courses at Three New Zealand Universities During the Unexpected Lockdown -- 1 Introduction and Background -- 2 Interpreter and Translator Education at Auckland University of Technology -- Course Design Pre-COVID at AUT -- Assessment Pre- and Post-COVID at AUT -- 3 Interpreter and Translator Education at University of Canterbury -- Course Design Pre-COVID at UC -- Assessment Pre- and During COVID at UC -- 4 Interpreter and Translator Education at University of Auckland -- Course Design Pre-COVID at UoA -- Assessment Pre- and Post-COVID at UoA -- 5 Technical Infrastructure, Targeted Learning Outcomes, and Assessment -- Auckland University of Technology -- Technical Infrastructure -- Targeted Learning Outcomes -- Assessment: Tools, Validity, Reliability, Fairness, and Authenticity -- University of Canterbury -- Technical Infrastructure -- Targeted Learning Outcomes -- Assessment: Tools, Validity, Reliability, Fairness, and Authenticity-Everything Online -- University of Auckland -- Technical Infrastructure -- Targeted Learning Outcomes.
Assessment: Tools, Validity, Reliability, Fairness, and Authenticity -- 6 Discussion: Challenges, Solutions, Outlook for Future Practitioners -- Auckland University of Technology -- University of Canterbury -- University of Auckland -- 7 Concluding Remarks -- References -- 8 Palestine: Challenges Students Faced in a Palestinian Undergraduate Translation Program During the COVID-19 Pandemic -- 1 Introduction -- 2 Translation and Interpreting Education in Palestine -- 3 The Translation and Interpreting Profession in Palestine -- 4 Higher Education During the COVID-19 Pandemic -- 5 Measures by the Palestinian Government and Higher Education Institutions -- 6 Review of Recent Studies -- 7 The Study -- Results and Discussion -- 8 Conclusion and Recommendations -- References -- 9 South Africa: Interpreter Training at Stellenbosch University During the Pandemic -- 1 Introduction -- 2 Context -- Higher Education and SU -- Lockdown Impacts on Learning and Teaching -- Pre-Pandemic Interpreter Training at SU -- 3 Interpreting Training at SU During Lockdowns -- Remote Interpreting Training -- Reflections on Interpreting Teaching -- 4 Assessment and Student Self-Reflection -- 5 Conclusion -- References -- 10 South Korea: Community Interpreting in South Korea-A Case Study of Police Interpreting -- 1 Introduction -- 2 A Pilot Police Interpreter Training and a Survey of Trainees' Needs -- 3 An Overview of the Police Interpreter Training from 2018 to 2020 -- 4 Trainees' and Trainers' Feedback on the Online Training Experience -- 5 Conclusion -- References -- 11 Spain: Educating Community Interpreters and Translators in Unprecedented Times-A Spanish Case Study -- 1 Introduction -- The Impact of COVID-19 on I& -- T Services and Education in Spain -- Community Interpreting and Translation in Spain.
CIT Training in Spain and the Master's in Intercultural Communication, Public Service Interpreting and Translation -- 2 Methods -- 3 Case Study: CIT Master's Pre- and During Pandemic -- Program Structure -- Learning Outcomes, Content, Instructional Approach, and Assessment -- Pre-Pandemic -- During the Pandemic -- Educational Technology and Specific Measures to Accommodate Learner Needs -- Technical Infrastructure -- Specific Measures and Learner Needs During the Pandemic -- Effects and Perceptions Regarding Adaptations -- Effects of the Delivery Mode -- Effects and Perceptions of the Precautionary Measures Used to Meet Students' Needs -- 4 Analysis of the Academic Achievement in the CIT Program -- Academic Achievement by Cohort -- Individual Comparisons -- 5 Discussion -- 6 Conclusion -- References -- 12 Turkey: Community Interpreter Training During the COVID-19 Period in Turkey-Practices and Education -- 1 Introduction -- 2 Community Interpreting in Turkey -- 3 Training Community Interpreter: Topics and Skills -- 4 Study on Distance Education During the Pandemic -- Systems Used for Teaching -- Pedagogical Tools and Practices -- Positives and Negatives of Distance Education -- 5 Conclusion and Suggestions -- References -- 13 Ukraine: Training Interpreters and Translators in Times of Crises: A Case Study of an Ukrainian University Working Through the COVID-19 Pandemic and the Russo-Ukrainian War -- 1 Introduction and Background -- Brief Overview of Interpreter and Translator Education in Ukraine in General and at the Ivan Franko National University of Lviv in Particular -- Course Design Pre-COVID at IFNUL -- 2 The Impact of COVID-19 on Translator and Interpreter Training at IFNUL -- Technical Infrastructure and Educational Technology -- 3 The Impact of the Russo-Ukrainian War on Translator and Interpreter Education at IFNUL.
Implications of Training Accessibility.
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Educating Community Interpreters and Translators in Unprecedented Times
